Mentorship Programs: Essential for Students and Learners - Essay Sample

Introduction

Mentorship program is essential in students and any learner's life because they engage students and mentors into a productive conversation, which is positively directed to the betterment of the student/earners' life (Hollingsworth & Fassinger, 2002). Studies show that mentorship programs have been known to impact efficacy in academic outcomes of mentees. Th mentorship programs are known to provide students with academics, careers goals and guidance, and personal attributes that assist them is schools and in life. Mentors' guides are known to be effective in students experience because of advising students in things that need guidance, for instance, invocation, academic, and career. However, students must know what they need to gain in mentorship programs asp that they can find the best-suited mentors for their programs. Moreover, a student should always have a motive or a reason that drives s then to perform such a mentorship program so that they can have a mission towards their rigorous research in their projected guidelines and programs. Most appropriately, the person who meets individual goals in the faculty they are associated could be the best mentor (Paglis, Green & Bauer, 2006). Fonding, the best mentor, can be challenging to many peoples/ students, there are also those characteristics which defines the best mentor for a given project.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Order now

Locating a Mentor

Most students and people in society misunderstand mentoring programs (Green & Bauer, 1995). This is the reason most people also do not understand what mentoring programs reals meant for them. There are those misconceptions that are evident in mentoring programs an includes; waiting for mentors to look for them, perception of being passive than active in any mentorship program, and fear of asking an individual to mentor them (Green & Bauer, 1995). If a student wishes to find the best mentors for them, they should consider some elements and needs like mentioned below. First, a student should understand their aims, goals, and missions. Most students fail because of having their mission before, which ends up being useless. Mentees should know what they need in their life so that they can have some mentors who can help them is their life in socialization and academic performance.

Further, Mentees should seek mentors thoughtfully and in large numbers so that they can have a chance to get the best mentors in their life (Hollingsworth & Fassinger, 2002). This because case mentors are necessities in life but not an intruder in one's life. Also, mentors should be chosen when the mentees have decided to leave their comfort zone. For instance, the mentees should consider engaging in a psychological department to help them have the best option while choosing mentors. Studies show that failures in mentorship choices have been associated by transcending of own stereotypes. Stereotypes block the mentees from selecting the best mentors for their program,s. Stereotypes make the mentees thinks that the mentors would not suit them or should suit them based on background, race, ethnicity, and tribe affiliation. For instance, many mentors have been known to be whites, which is the reason the other race disregard the white race.

How to Know the Right Menor for any individual

From the previous section, once the mentees understand what they need; therefore, it is essential to study the best mentors for them. The value of the mentors matters a lot, and this is the reason as to why the mentor must understand the program being undertaken by the mentees. Age of the mentor does not matters, and age considering is also associated with stereotypical transcends, which must be ignored. A mentor is noted on some, and attitude is indicated; for instance, a mentor should have improved social skills and has self-esteem that recognizes the success of the doctoral students. The other most significant considerations are that the mentor and mentees should be friends who understand the need of each other. The essence of creating such a relationship is to strengthen the relationship between them. Studies show that a mentor-mentee success in their programs is directly proportional to their relationship. Mentors are satisfied one e they hear that their students are performing the best in schools. Additionally, the mentor should also su[[ort their students to perform y effectively in their academic activities.

Strengthen and Weakness of Mentors and Associated Achievements Expected in Academics and Careers Goals In D SL programs

It has been mentioned that an effective mentorship program requires, more than common sense. Hence, as said before the mentorship program, requires positive relationship status and socialization. A mentor must have the ability to listen to the mentees so that they can the clear message sent to them (Paglis, Green & Bauer, 2006). One of the strengths that a mentor should have is the ability to listen to the mentees so that they can take every essential and significant information from them. Personal development is another strength that mentors should have so that they can detect the magnitude and the status if the shortcomings (Paglis, Green & Bauer, 2006). Humility and organization are also important virtue that mentors should seek to help them handle unfamiliar information and work productivity, respectively. On the other hand, some of the weakness includes failure of understanding the programs that the mentees undertake.

Weakness that may be exhibited by a potential mentor also influences the achievements of the mentee. Frustration is one the issue which is related to failure in DSL program mentorship since it retards mentors more (Johnson, 2000). Also, the mentors wish to be associated with the sense of achievement of tge mentee, which may not be possible to a mentee who fails regularly. A mentor is expected to assist a mentee in because they chose to do it, and it is other individuals' life (Paglis, Green & Bauer, 2006). Mentors are supposed to take full responsibility since they own mentees learning programs (Johnson, 2000). Also, they are expected to know that they chose to assist and take responsibility but not volunteering for a task. Mentors are expected to take realistic goals for the mentees so that they are the ones who are liable for the success or failure of tge mentees. A mentor is also expected to have taken the program or have the necessary knowledge for the plan adopted by the mentees.

References

Hollingsworth, M. A., & Fassinger, R. E. (2002). The role of faculty mentors in the research training of counseling psychology doctoral students. Journal of Counseling Psychology, 49(3), 324. http://dx.doi.org/10.1037/0022-0167.49.3.324

Green, S. G., & Bauer, T. N. (1995). Supervisory mentoring by advisers: Relationships with doctoral student potential, productivity, and commitment. Personnel Psychology, 48(3), 537-562. ttps://doi.org/10.1111/j.1744-6570.1995.tb01769.x

Johnson, W. B., Koch, C., Fallow, G. O., & Huwe, J. M. (2000). Prevalence of mentoring in clinical versus experimental doctoral programs: Survey findings, implications, and recommendations. Psychotherapy: Theory, Research, Practice, Training, 37(4), 325. http://dx.doi.org/10.1037/0033-3204.37.4.325

Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451-476.Retrieved from https://link.springer.com/article/10.1007/s11162-005-9003-2